TCC Letras-Português

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O discurso jornalístico no programa policial: estudo de caso em emissora alagoana
(2016) Almeida, Josivânia Maria de; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Barbosa, Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
This study identified police programs in Alagoas television network and the the violence theme. It was analyzed positive or negative valence’ aspects on the human rights of persons named as accused in police programs. For this, the methodology included analysis of news discourses of presenters and reporters in the period from August 2015 to April 2016. The overall objective was to identify aspects of issued speeches or silenced in these discursive materiality. To this there was checked narrative aspects from the semantic selection and placement of individuals accused of committing crimes or alleged crimes. The theoretical basis was the French Discourse Analysis based on Pêcheux and methodology included in addition to the bibliographical research, investigations of articles published in the official television company website, compilation and analysis of data. It was identified that the discourses revealing human rights violations.
O trabalho com a gramática no ensino fundamental: cadê o texto?
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-05-04) Arruda, Cristiane Bittencourt de; Silva, Maria Aparecida; http://lattes.cnpq.br/0356311498214210; Silveira, Nádia Mara da; http://lattes.cnpq.br/9879649520086467; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
Several studies, over time, have focused on the grammar teaching and its functionality. Throughout history, there has been a frequent concern to work with students on the cultured norm, the normative grammar, forgetting to consider all the socio-cultural background and the real needs of the students. Nowadays, it is possible to affirm that, even with solid theoretical bases, classroom practice is lacking something. The majority of students, facing so many grammatical rules and a robotic teaching, leave schools with difficult in learning the Portuguese language. It is possible to understand that teachers often feel pressure to teach purely normative grammar, as schools and society itself demand. As object of study we have a elementary school class, and considering the importance of having an interaction between the educated norm and the textual production, the objective of this work aims to identify how the text / grammar relation is worked inside the classroom. Authors like Antunes (2007), Marcuschi (2008) and Geraldi (2001) defend a dynamic and contextualized teaching, where grammar and text can be completed, since it should not be detached from the teaching of the Portuguese Language, with the idea of transforming theory Grammar in a practice that will yield satisfactory results by observing the student's reality. In some observed classes, we have noticed, on several occasions, a decontextualized teaching, in which the grammar separates itself from the text, through the use of loose words and sentences, detracting from its use and function. Nouns, adjectives, numerals, etc. are often used separately from the texts, making the teaching become purely grammatical, creating misunderstanding for the students. We have noticed with the research that such practice has become routine in the classroom and leads the student to not understand grammar as a reflexive process, and the use of text in the classroom is only a excuse for the grammar teaching. In this peperspective, the purpose of this work is to investigate the contribuitions of pedagogical actions to tha grammar teaching, coming from the problematization: How does the teaching of grammar through text, in Elementary School, contributes to the development of students’ discursive competences?
Oralidade em sala de aula?: entre a teoria e a prática em atividades de Língua Portuguesa com alunos de uma 3º série do Ensino Médio numa escola pública estadual de Maceió - Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-06-16) França, João Luiz da Paz; Santos, Damião Augusto de Farias; http://lattes.cnpq.br/0778906113024831; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968; Omena, Edvânia Medeiros de
Based on Applied Linguistics (LA) and following a qualitative ethnographic perspective (Lüdke & André, 2012), this research aims to show how orality is worked by teachers in the classroom, specifically in the 3rd Grade Secondary School of a state public school in Alagoas, in the municipality of Maceió, because we understand that it is in this series that the processes of passage to the various higher education courses begin, in which the students receive a greater charge on the part of the teachers, at the time of present a school work. As a theoretical basis, authors such as Marcuschi (2007a e 2007), who advocated the need for a work with orality in the classroom, were used in order to stimulate interactions between students and teachers; the NCPs (1999), which put the various modes of language action as reflecting the subjects' experiences, emotions, desires, needs, worldviews, values and points of view, as well as discussing (1998), Antunes (2003), Koch & Elias (2012 e 2014), Marcuschi (2007a e 2007b), as well as other authors who do not agree with the principles of Clarity, Fluency, Audiobility, Lightness, Inteligibility, Coherence and Coherence. less important. From a methodological point of view, this research is qualitative, based on Lüdke & André (2012), since it is located in a classroom as a social and real context of systematization of knowledge, verifying the impressions of the subjects on the what is happening in this school space. The results of the analysis indicate that many students arrive at this series without a deeper knowledge of the need of a work with orality in the classroom, in order to develop their linguistic, communicative and discursive skills. This happened also with the teacher accompanied. In this way, providing greater spaces for the oral language can make the classes more dynamic, attractive and meaningful for the students, who can be constituted, from this, as subjects of their actions, language and social contexts in which they live.
Diferentes recursos didáticos aplicados na alfabetização de aluno surdo na educação infantil e fundamental I
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-02-02) Barros, Gabryelle Dantas Cavalvante de; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Matsumoto, Ederson Monteiro; http://lattes.cnpq.br/2871962608536791; Silva, Roberval Santos da; http://lattes.cnpq.br/8568382262348744
This work has as main objective to report the experience of educational practices with the use of different methodologies applied in the literacy of deaf students in early childhood education and elementary education I. To promote a more meaningful educational development for the student object of study were applied and adapted several methodologies for an individualized follow-up of the student object of study. One of the first methodologies implanted was the rescue of the family for the learning of the language of pounds, causing that there was the incentive to the own student who did not accept very well the school. We do. With the results of the activities applied through the developed methodologies, a significant change in the student's learning was demonstrated, as well as in the perception of the other family members and pedagogical team of the school where the study was carried out. We conclude by emphasizing that the insistence and perseverance in the continuous search for methodologies that help in the development of students with special needs is an arduous task that neither, but that is worth all the effort made when the results achieved are contacted, are not all are willing to make such efforts.
Práticas de multiletramentos no Ensino Fundamental II: processo de ensino-aprendizagem através do gênero entrevista
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-06-06) Gama, Alesandra Santana da Silva; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Agra, Cristiane Batinga; Santos, Damião Augusto de Farias; http://lattes.cnpq.br/0778906113024831
The practice of reading and writing is important so that the students can live in society and be able to exercise their citizenship. The school as a teaching practice has the responsibility to train students and to extend the competence of knowing how to read and write to respond the questions of contemporary and computerized society that is increasingly focused on the development and socialization of information. Teaching with texts can favor the process of teaching and learning, especially if it is associated with multiliteracies , since the students show great interest in activities that involve the use of technological tools. The present work have had as objective the practices of multiliteracies, from a gender interview, as a textual genre that allows a reflection on the relations between speech and writing. (i) genre textual (ANTUNES, 2005; MARCUSCHI, 2008), (iii) genre interview (HOFFNAGEL, 2010) and (iii) information and communication technologies and multiliteracies (BRAGA, 2015; ROJO; MOURA, 2012; ROJO; BARBOSA; 2015). The methodological procedures for collecting and generating data used were: the profile of the school, the teacher and the subjects of the research, which are formed by a group of students who study at the 8th grade in elementary school on the age between 15 and 19 years old. To the data collection and generation, the researchers performed the transcripts of interviews collected through surveys and semi-structured interviews to analyze the students' perception. The results obtained with the work of analysis can be considered as results of great biases, since they contribute to the students and that the participants can reflect on the theme and context in which they live.
Conto etiológico: um gênero distinto que estimula a imaginação, a leitura e escrita
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-06-06) Tcham, Kelly Jane da Silva; Brasileiro, Maria Regina de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.
A formação de jovens leitores: relato de uma experiência com contação de histórias
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-07-08) Santos, Carlos Augusto da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasquez
The current work is a study about storytelling and its importance in the formation process of new readers and writers, emphasizing the use of fables and the reading strategies used by the readers to reflect and assimilate the message brought by the text they read. Telling stories is a great way to increase children's knowledge about the world, it's also very important at the development of the future readers because of all the benefits that the reading habit brings us, and as well as it entertains, it stimulates the imagination. Acknowledging that, this work analyzes a case study, using a qualitative research methodology, through observations of several moments of storytelling, interviews, creations and analysis of fables produced by kids. The study was based on a project to encourage reading among children called “Senta Que Lá Vem A Historia”, developed at the community of Alto da Boa Vista, in Chã da Jaqueira, a neighborhood in Maceió, Brazil. The project had approximately 30 children from 05 to 12 years old. In the analysis’ results, it’s noticeable the influence storytelling has on helping kids to grow to competent textual readers and writers, since the evidence indicates that there was an evolution of the students throughout their participation on the project. By the end of it, they became active readers who can fully understand what they read and produce coherent texts.
Conto Etiológico : um gênero distinto que estima a imaginação, a leitura e escrita
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-08-21) Tcham, Kelly Jane da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
20 ABSTRACT The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.
Uma reflexão à luz do letramento crítico sobre produções textuais desenvolvidas por alunos do 1º ano do ensino médio em uma escola pública estadual de Maceió
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-12-20) Santos, José Robson dos; Agra, Christiane Batinga; Barbosa, Flávia Karolina Lima Duarte; ttp://lattes.cnpq.br/3662242058929178 Endereço; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554
The present work is a case study with a qualitative approach that aims to understand a work experience with textual productions of high school students, in the light of critical literacy. An investigation guided by the following question: what are the difficulties and linguistic and cultural advances that permeate and guide students' productions? Four students of both sexes, aged 15 to 19 years, and 1 teacher of 57 years (sample) participated in the study. The instruments and technique used for data collection and treatment were semi-structured interviews, systematic observation and discursive textual analysis. The results show that the students were able to discuss the topics in a simple and singular way, both in the text format and in the disposition of ideas. It can be seen, therefore, that despite the existing morphosyntactic and contextual limitations, reflecting the distance between the cultured / standard language and the living language in use present in their social niches, high school students are potential linguistic and cultural beings, capable of to write in a coherent and objective way about the phenomena of reality, especially if they are driven by discursive practices that produce meaning. Therefore, it is believed that it is possible to instill, cultivate and develop the art of producing texts in young people in Portuguese language classes.
O livro didático de português: um estudo sobre a relação texto-imagem
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-02-17) Farias, Ana Cristina Souza de; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
Although images are part of the socio-historical-cultural context and are in our daily life, schools tend to give more importance to the written elements rather than the visual ones. Having in mind that in the process of choosing Didact Books there is a specific criterion about images, this paper had the goal of investigating how Brazilian ethnic diversity and social and cultural plurality are shown in the Portuguese Language didactic book Contexto, Interlocução e Sentido, used by IFAL-Campus Maceió. The Theoretical Reference is represented on the documents that rule the Didactic Book National Program and by studies in the field of multimodality. This is a research of qualitative nature and the kind of investigation used was the documental reseach method. The process of collecting and generating data took place in the following phases: (i) checking if the images with ethnic diversity themes, Brazilian social and cultural plurality are presented in the High School Didactic Português: contexto, interlocução e sentido; and (ii) multimodal analysis of the images that address the theme in this research. The results show that the collection analyzed did not accomplish the criteria related to images which is shown in the PNLD. This confirms the necessity of a reflexion regarding the importance of observing the text-image relation during the choosing of the didactic book, since we live in a more and more multimodal society.
BNCC e interações multiletradas no ensino de língua portuguesa
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-09-21) Belo, Evandro Lira; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos dos Santos
This discussion goals to reflect on the relationship between the Base Nacional Comum Curricular (BNCC), in Brazil, and the Theory of Multiliteracies in Portuguese Language classes in the final years of Elementary School, having its making through a documentary research. The studies turned to the use of TDIC (Digital Information and Communication Technologies, in English) in a collaborative and the way of producing meanings through textual-discursive genres, focusing on the Theory of Multiliteracies, which is contemplated in the BNCC, with a view to focused on classroom practices. Critical-reflective training, as part of the teaching-learning processes, which are not restricted to the physical space of the school, is related to the development of skills and competences in Portuguese language classes and other curricular components of basic education. We highlight, for reflection, the pandemic moment experienced by students, teachers, and other professionals from this field, which highlighted the need for practices that involved TDIC. This research is qualitative and the methodological procedures are centered on linguistic-textual analysis in the light of Applied Linguistics, especially with regard to the teaching of Portuguese Language. Even so, it was pertinent to analyze aspects of the BNCC, which presents itself as a regulatory document, with innovative, revolutionary and democratic ideals in relation to Brazilian Education. Our discussion is based on authors, such as: Kleiman (2005), Rojo (2012), Ana Elisa Ribeiro (2020), Bakhtin (2011), among others.
Traços da oralidade em textos escritos dos alunos do 8º ano
(2021) Ribeiro, Isabelle Barbosa; Oliveira, Cristiano Lessa de; Oliveira, Cristiano Lessa de; Amorim , Fátima; Dias, Marcos Antônio de Araújo
Este trabajo tiene como objetivo analizar las marcas de oralidad encontradas en textos escritos por alumnos de 8° grado de la Escuela Primaria, de las Escuelas Públicas Profesor João Valeriano de Oliveira y Dr. Alcides Andrade, en el municipio de Penedo-AL, materializados en producciones narrativas. La oralidad y la escritura permiten a los hombres interactuar en las situaciones más variadas, por eso son modalidades relevantes para que los individuos se comuniquen. Se parte de la afirmación de que es la praxis la que sostiene el lenguaje y no al revés, tesis defendida por Marcuschi (2010), cuando afirma que hablar o escribir bien es no poder adaptarse a las reglas del lenguaje, sino utilizar el lenguaje para producir un efecto de significado pretendido en una situación dada. En este sentido, en un primer momento se realizó una investigación bibliográfica en base a algunos autores como Silva (2012), Bagno (2002) y, principalmente, Marcuschi (2010). A continuación, se realizó una investigación cualitativa, a partir de una secuencia didáctica con alumnos del 8 grado de Educación Primaria y, finalmente, el análisis de los datos obtenidos durante la recogida, cuya conclusión es que los alumnos tienen diferentes marcas de oralidad en sus producciones escritas.
Foco na leitura: abordando a língua portuguesa através dos textos
(2021) Parente, Juliana Araújo; Francisco, Kleyse Galdino; Francisco, Kleyse Galdino; Silva, Lia Nara Figueiredo da; Santos, Welingthon
The act of reading, writing, producing and interpreting texts is essential for students to perform well in the main assessment tests in Brazil. Such assessments are prepared using competency descriptors, which are aimed at analyzing texts. Reality has shown that many students go to school without, however, fully appropriating reading, writing, text production and interpretation. Thus, teaching practices aimed at the study of texts are essential, identifying the main difficulties encountered by students in the face of issues involving textual interpretation, and thus preparing them to perform well in the main national tests, in addition to preparing them to personal and professional life. Given the importance of reading, this work was developed, aiming to prepare students for the main national assessment tests and provide them with the development of their understanding and expressiveness. This work was developed at the teacher Douglas Apratto Tenório municipal school of basic education, located in the city of Penedo Alagoas. Interviews were carried out with the class teacher, application of a socioeconomic questionnaire with students, application of diagnostic test 1, development of activities, application of diagnostic test 2 and, finally, application of a satisfaction survey. The results showed that students had great difficulty in analyzing texts and after the intervention with the activities, these results became satisfactory.
Leitura e escrita: conquista de todos ou de alguns?
(2021) Martins, Anamayra Alexandre Batista; Silva, Everton Marques da; Silva, Everton Marques da; Oliveira, Cristiano Lessa de; Santos, Wellinghton
This research aims to reflect whether reading and writing are achievements for all or for some. The investigative methodology adopted was bibliographic research (GIL, 2002), once it allows us to revisit the existing literature on the topic investigated to make comparisons, as well as new researchers produce knowledge. In order to reach the outlined objective, we consider the theoretical contributions of Soares (2003, 2004, 2006, 2010, 2017), Cagliari (1995, 1998), Morais (1996, 2004, 2005, 2012), Freire (1999), among others researchers. Concerning the discussion on the right to education, we analyze the National Pact for Literacy in the Right Age – PNAIC (BRASIL, 2013) and the National Curricular Parameters for the teaching of Portuguese Language - PCNs (BRASIL, 1996) at basic education level, which discuss reading and writing as a right for everyone. In addition, we investigate the Law on Brazilian Education Guidelines and Bases – LDB (BRASIL, 1996), the Brazilian Child and Adolescent Statute – ECA (BRASIL, 1990), the National Education Plan 2014 2024 – PNE and the Constitution of the Federative Republic of Brazil (BRASIL, 1988). In relation to the inclusion of pedagogical practices aimed at developing literacy in basic education, we consulted the documents of the Centre for Literacy, Reading and Writing (CEALE) from the University of Minas Gerais and the National Common Curriculum Base – BNCC (2017). This research concluded that despite the improvement in literacy practices in recent decades, there is still progress to be made to ensure the effective teaching of literacy for all citizens.
O ensino de língua portuguesa na educação de jovens e adultos - uma reflexão sobre o ensino e aprendizagem
(2021) Cabral, Thais Cristine da Corrente Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Oliveira, Cristiano Lessa de; Lins, Neilton Farias
The present work has as its theme The Teaching of the Portuguese Language in the Education of Youth and Adults - a reflection on teaching and learning. Where the objective is to provide a reflection on the methodologies used in the teaching of the Portuguese language with the target audience of young people and adults of the EJA modality. The use of different methodologies, in addition to the one commonly used, provide greater learning in the classroom, since the target audience that is being addressed in this work has a daily life that hinders their learning. In addition to the aforementioned problem, these students are at an advanced age for their grade, and when they relate the problems of adult life with monotonous classes, with tiring methodologies, they end up further distancing themselves from the classroom, which makes this process more difficult. learning. The choice of the theme arose from the need to improve the guaranteed education for these classes, in addition, it is important to affirm that the way that classes take place is one of the problems that cause these students to drop out of school. Therefore, this monograph aims to show teachers who work in the EJA modality that the teaching method is extremely important to guarantee learning and that, as teachers, they must make these students identify with the Portuguese Language and other disciplines, so that they can finish the learning process, thus guaranteeing greater possibilities for the quality of economic and social life.
Leitura e escrita: o gênero crônica como intermédio para a concretização de leitores críticos no 7º ano da Escola Municipal de Educação Básica Santa Luzia
(2021) Lima, Ana Carla Sacramento de; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo; Freitas, Adriano Souza de; Santos, Wellingthon
This paper presentes an applied research at the Escola Municipal de Educação Básica Santa Luzia with students from the elementary school 7th Grade. Thus, according to the current conjuncture caused by the New CoronaVirus, the search was conducted remotely, through the WhatsApp and Google Met resources. The research importance is realized by the need for the reading and writing practice, through the chronic textual genre, since through the reading student act is given by the ability to develop oral and writing skills. Thus, we used chronicles Luís Fernando Veríssimo chronicles to work on this theme. Theoretically, we support the Marcuschi, Geraldi, Koch, among others theories. Through the survey application questionnaire, we perceived the intervention was required in order to promote the taste for reading and writing and, consequently, the students criticality to interpret and produce texts. Therefore, it was understood that the chronic genre serves as an intermediary for the critical readers realization.
Literatura de cordel: um estudo sobre a variação linguística
(2021) Rodrigues, Ariane dos Santos Leite; Bezerra, Selma Silva; Dias, Marcos Antônio de Araújo; Dias, Marcos Antônio de Araújo de; Oliveira, Cristiano Lessa de; Lins, Neilton Farias
This work reports the project “Cordel Literature on Reading Waves”, having as target audience the 2nd grade of High School at the State School Professor João Valeriano de Oliveira, in Penedo – AL. Where we sought to expand the textual repertoires of students with regard to Cordel; apply knowledge of cordel literature to the suggested themes, through interdisciplinarity. Using as justification the string literature is one of the most comprehensive themes to work in the classroom. As it is a cultural manifestation with several historical connections, the teacher will be able to apply all the interdisciplinary aspects of the theme, associating research with art, literature, Portuguese language and grammar and the history of Brazil. The adopted methodology is based on literature review, semi-structured interviews and intervention activities, such as application of exercises, lectures via Google Meet, directed study, text study, where an analysis of the string in its variation and prejudice was proposed. language in the Portuguese language classroom, observing aspects of the process of construction of teaching learning related to the concepts and teaching practice, seen from the position of the language teacher. It was briefly presented about the history, its national manifestations, some authors and a debate on linguistic prejudice faced by cordel literature, as well as the use of Cordel Literature in the teaching-learning process, throughout the project's development. As a result, it becomes evident that the concepts considered work as an efficient instrument for the organization of the established results, resorting to this literary genre, at a time of social isolation, was the best path found by the teacher to regain student engagement, presenting a vision of cordel production and linguistic prejudice in Portuguese language classes. The information from the procedures and data collection made it possible to meet the principles, relying on information gathering and the participation of teachers and students.
Dos muros à sala de aula: o gênero grafite como práticas dee letramentos de reexistênca no contexto da EPT
(2021-03-08) Albuquerque, Fabiana da Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Barbosa, Cleusa Salvina Ramos Mauricio; http://lattes.cnpq.br/7243836316721979; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178
We conceive, according to Souza (2011), Grafite as a linguistic-textual-discursiveartifact, that is, “a multisemiotic text”, which is part of the cultural, social realities,possibly based on the dialogue that can be established with students' knowledge about gender. There fore, in the present qualitative research, we adopted the graphite genre as an object of investigation, considering that the gender in question and the literacies that compose it are not valued in many educational institutions, as many social and aesthetic prejudices still persist for part of society today. The main objective of this work is to promote discussions and to highlight the genre Grafite asan instrument of literacies of re-resistence in the EPT school scenario through a Didactic sequence (SD) used in Portuguese language classes. The methodological basis is an action research, based on the research perspective of Applied Linguistics(LA). We adopted two questionnaires as instruments of data collection: a profile,applied at the beginning of the research and another reflective evaluation used at the end of the investigative process. In addition, during the application of the SD,reading and production activities were carried out on the graffiti image text, and a conversation / interview with a producer of this art. According to the results presentedin this research, it was found that the approach of this genre helped to demystify prejudiced views that surround Graphite by the subjects collaborating with the research. In addition, this work enabled students involved in the investigative process to have a more intimate and enlightening about this genre.
Ensino-aprendizagem de língua portuguesa para alunos surdos de uma turma do ensino médio de uma escola pública do estado de Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-05-28) Silveira, Ruthnea Gomes da; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Silva, Cleide Calheiros da; Orcid iD ? https://orcid.org/0000-0001-7713-649X; http://lattes.cnpq.br/7445136004807968
This work is the consolidation of a research about the process of teaching and learning the Portuguese language by deaf students who use libras as a first language. Our main objective was to understand how this process occurs in classroom practice. Through observations in the period of pedagogical residency, we realized the difficulties of deaf students and the conducting teacher, which instigated interest in this theme. Choosing the qualitative approach, we used, as instruments for data collection, two types of questionnaire (open and closed) and interviews directed to the deaf, listeners, Portuguese language teacher and libras interpreter working in a regular high school in Maceió , Alagoas. The results showed great difficulties in the educational process of deaf students, both due to the lack or deficiency in literacy and literacy of these students, as well as the generic and traditional planning that lacks typical elements of the world of the deaf, making learning difficult and influencing the judgment of the deaf about the importance of learning Portuguese as a second language. Our research was guided by the theoretical framework composed mainly by the authors: Monteiro (2006), Baldo and Iacono (2008), Quadros (2008), Strobel (2008), Rojo (2009), Lopes, Abreu and Mattos (2010) and Rodrigues and Valente (2012), in addition to legislation related to the education of the deaf. We conclude that teacher training to work in inclusive education in general and, especially, to deal with deaf students is still very limited by the low workload of the libras discipline in academic curricula, underestimating the richness of sign language. The deaf in this study have great limitations in the acquisition of the Portuguese language and do not see it as an element of inclusion in the listening society, recognizing itself as part of a whole only in the deaf communities they attend. The teaching and learning process of L2 is not effective in the classroom and suffers from deficient communication between students, which has caused a collective tension between educators, deaf and hearing students.
Salubridade ambiental na Vila Palatéia na cidade de Barra de São Miguel - AL
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-09-09) Souza, Laiane Alexandre de Souza; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Santos, Luciano José dos; http://lattes.cnpq.br/1606430014241055; Santos, Jackson José Silva dos
ABSTRACT The Environmental Health Indexes have been used as planning tools for the regulation of basic sanitation in several Brazilian municipalities. This work has the general objective of evaluating the conditions of Environmental Health for Vila Palatéia in the city of Barra de São Miguel /AL. The applied indicators were developed through adaptations of the environmental health indicators (ISA): developed in São Paulo (ISA / SP), Bahia (ISA / OE) and João Pessoa (ISA / JP). The data for the composition of the indicators were obtained through the application of a form in the households of the studied neighborhood. According to the results obtained, the general environmental health village Palatéia is included in the range of medium health, considering the local context. However, there was a location in the neighborhood that had different values in the low salubrious range. The establishment of the indicators used in this work considered the information obtained in relation to public basic sanitation services provided in the studied neighborhood

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